Notes and Sources

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Ellington, M.J. "Program is helping keep teens in school." Decatur Daily, The (AL) 31 Mar. 2010: Newspaper Source. EBSCO. Web. 1 Apr. 2010
  • Before leaving a school, a student will meet with an advisor to have an "exit interview" to discuss the cost of dropping out and different options to either staying in high school or at least attending some type of school to help in their future financial placement and career options.
  • " two out of three students stay in school when they learn about the financial cost of dropping out and the options to traditional school available to them"
  • New term for helpful programs="Curbing Dropouts"
  • " two-thirds of students who go through an exit interview decide to stay in school"

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Tulsa World (OK)Newspaper Source
  • Not only a drop-out prevention, but also a reconvery center for teens grades9-12.
  • Students get to choose the level, speed, and type of education that will benefit them the most
  • School teaches to an individual level and not a class level.

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EducationAcademic Search Elite
McCallumore, Kyle M., and Ervin F. Sparapani. "THE IMPORTANCE OF THE NINTH GRADE ON HIGH SCHOOL GRADUATION RATES AND STUDENT SUCCESS IN HIGH SCHOOL." Education 130.3 (2010): 447-456. Academic Search Elite. EBSCO. Web. 24 Apr. 2010.
  • Over the past 30 years, graduation rates have steadily been going down, escipally since the 90s.
  • Each year over half a millon students dropout before graduation, despite the millons of dollars going into research of students dropping out.
  • Increased graduation requirements and a rough education between switching schools, is a leading reason for students dropping out.
  • To students, getting a college degree seems even more important to compete in today's workforce than getting a high school degree
  • Researchers are focusing on students in 9th grade because they believe this to be the most important year that will determine the sucess of a student for the rest of their high school and college education.
  • In 9th grade students most earn passing grades in core courses to be able to complete school and most students believe that these are the hardest classes to take.
  • The test evaulating a student's sucess in school, also gives doubt to young students and because the difficulty of these tests are increasing, the amount of students scoring below proficiency is on a steady rise
  • "Ninth-graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other high school grade level (Fritzer & Herbst, 1996). The ninth grade also has the highest enrollment rate in high schools. This is mainly due to the fact that approximately 22% of students repeat ninth-grade classes" (Fritzer & Herbst, 1996).
  • "According to NCES, the average freshmen graduation rate for 2001-2002 is 72.6 %, but is as low as 57.9% in states such as South Carolina" (Seastrom, et al., 2005).
  • "According to these new requirements, all students must complete four credits in specific math and English language arts classes and three credits in science and social studies. Other non-core class credits must be earned in physical education and health, visual performing and applied arts, and a language other than English (Michigan Merit Curriculm, 2008). According to the Michigan Department of Education, this curriculum is developed, "to prepare Michigan's students with the knowledge and skills needed for jobs in the 21st century" (Michigan Merit Curriculm, 2008).
  • The graduating class of 2011 in Michigan schools will face a tough challenge trying to meet these new state requirements. Statistically, and regardless of new requirements, not all incoming freshmen will graduate in four or even five years of high school, and even more daunting, some will not graduate at all (Wheelock & Miao, 2005). This is distressing considering that it is practically impossible for individuals lacking a high school diploma to find employment that pays more than minimum wage (Neild, et al., 2007).

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McCarthy, Ryan. "Students rally before STAR tests begin." Appeal-Democrat (Marysville, CA) 20 Apr. 2010: Newspaper Source. EBSCO. Web. 24 Apr. 2010.
  • "Now results are on the California Department of Education website -- after the Sacramento-based state agency first sends scores to schools in August"
  • "There is a place for state testing," Ferreira said Monday. "I just think we've gotten a bit overzealous about it," he said of education in California.
  • Cedar Lane teacher Jens Nielsen said the state tests' emphasis on language arts and math can mean that science, history and other subjects don't get as much as attention.
  • "It seems we're always trying to get ready for the next test," Jones said.
  • Jon Sonstelie, one of the authors of the 2006 book "Schools Resources and Academic Standards in California: Lessons from the Schoolhouse," said Monday that a key benefit of state tests is identifying when students are failing to read and as well as learn basic math. But, added Sonstelie, an economics professor at the University of California, Santa Barbara, "We've probably gone overboard -- more tests than we need."

http://www.higheredinfo.org/dbrowser/index.php?submeasure=36&year=2006&level=nation&mode=map&state=0
  • ** U.S. Average graduation rate= 68.6%

http://www.cnn.com/2009/US/05/05/dropout.rate.study/index.htmhttp://www.cnn.com/2009/US/05/05/dropout.rate.study/index.htmll
    • Nearly 6.2 million students in the U.S. between the ages of 16 and 24 in 2007 dropped out of high school.
    • The total represents 16% of all people in the U.S. in that age range in 2007.

http://edlabor.house.gov/newsroom/2009/05/high-school-dropout-drisis-thr.shtml